This study examines the relationship of motivation to transfer skills and knowledge learned in a computer-based training programme with five groups of variables: individual or general attitudes, situational specific attitudes, reactions, learning, and work environment factors. Hierarchical regression analysis produced a model which explained 60.5% of the variance in motivation to transfer. Individual attitudes and environmental variables explained most of the variance in motivation. A number of mediated relationships were suggested.Billions of dollars are spent each year on training in an effort to increase productivity so businesses can stay competitive in the face of fierce global competition and a rapidly changing environment [1]. Training is focused on trying to change behaviour or teach new behaviours to individual trainees [2]. However, little is still known about factors that impact on a trainee's decision to use training. From a cognitive perspective of motivation, individuals make behavioural choices based on a combination of factors [3]. Understanding the factors that influence individuals' choices, in particular their choice to use or not use training on the job, would be valuable in determining how to motivate trainees to make behavioural choices that benefit the organisation.This study focuses on how individual and general attitudes, training situation specific attitudes, reaction, learning and environmental factors affect trainees' motivation to use computer-based training in an industrial setting. Computer-based training, particularly in an industrial setting, has had relatively little attention in the training and development literature. Due to its cost effectiveness and its ability to meet the time demands of shift workers, computer-based training has become a popular delivery mechanism in a number of industries facing increased training requirements resulting from federal mandates [4].This research has important theoretical and practical implications. From a theoretical standpoint, a test of key components, mainly outside the training design, in a more comprehensive conceptual framework of training effectiveness gives guidance to future research and theory testing efforts. From a practical standpoint, a better understanding of why some trainees are more motivated to transfer training than others can help focus and improve interventions by (a) guiding needs assessments; (b) aiding in design of new as well as improving the design of existing training programmes; and (c) providing for more thorough training evaluations. All of these factors support the potential for greater learning, transfer of training, and ultimately, improved individual and organisational performance.The primary purpose of this study then was to empirically and systematically examine a computer-based training (CBT) programme in a field setting to determine the influence of selected variables that are believed to affect trainees' motivation to transfer training. Background literatureOnly a few studies have focused primarily on a...

The primary purpose of this study was to determine if agriscience courses impact the science achievement of high school students. Objectives included describing students on selected demographics, measuring students' science achievement as measured by the Louisiana exit examination, and comparing science achievement of agriscience students with nonagriscience students. The population for this study was 11 th grade students enrolled in public schools in Louisiana who completed the state mandated exit examination in 1998. The subjects for this study were a census of the defined population. The findings of the study indicated that agriscience students earned higher scores than non-agriscience students on the science portion of the exit examination. Agriscience students scored as high or higher on four of five science domain sub-scales. It was also found that agriscience students were more likely to pass the examination than non-agriscience students.It was concluded that participation in agriscience courses was beneficial to high school students. Recommendations were made that students be encouraged to enroll in agriscience courses, also recommended is further research to determine the impact of agriscience programs on science achievement of special education students as well as a longitudinal study to determine the impact of specific agriscience courses.

It has been suggested that antidepressants, including the selective serotonin reuptake inhibitors have neurotrophic effects. Nevertheless, the impact of treatment with a selective serotonin re-uptake inhibitor on regional brain volumes in social anxiety disorder has not been studied. 11 subjects with social anxiety disorder completed magnetic resonance imaging both before and after 12-weeks of treatment with 20 mg/day escitalopram. No increases in structural grey matter were found, but there were decreases in bilateral superior temporal cortex, vermis and the left cerebellum volumes following 12 weeks of treatment with escitalopram. These preliminary findings require replication to determine their reliability, and extension to determine whether or not they are disorder specific.

The purpose of this study was to determine the deterrents to participation by adults in parenting education programs. The objectives were (a) to describe parents with children in selected day care facilities on selected sociodemographic characteristics, (b) to determine factors that deterred those parents from participating in parenting education, and (c) to determine if there was a relationship between selected sociodemographic characteristics and the parents' participation in parenting education programs. A simple random sample of parents was drawn from the accessible population. Factor analysis revealed five factors that deterred this population from participating in parenting education: Lack of Confidence, Lack of Course Relevance, Personal Problems, Situational Barriers, and Time. Correlation coefficients and mean differences revealed a significant relationship between factors and specific sociodemographic variables.

This study examined whether a relationship exists between mass casualty incident knowledge and perceived importance of incorporating competencies regarding mass casualty incidents into baccalaureate nursing programs by faculty in Louisiana. A total of 285 educators in baccalaureate nursing programs in Louisiana were asked to complete the survey instrument; usable surveys was collected from 166 participants (58%). Results indicated participants had limited training and life experiences regarding mass casualty incidents, as well as limited knowledge of mass casualty incidents. However, participants perceived mass casualty incident instruction as important for inclusion in nursing curricula. There was a positive relationship between self-perceived knowledge of mass casualty incidents and perceived importance of including these competencies into the nursing curriculum. These findings suggest schools of nursing take steps to identify or train a pool of educators who can teach mass casualty incident preparation.